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Övergången till gymnasiet: Hur identifieras svaga matematikelever?
Linnaeus University, Faculty of Social Sciences, Department of Education.
2017 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This essay investigates how transitions into high school in Sweden are organized in order to help students who perform poorly in the field of mathematics. Questions addressed are if these students are part of an organized transition in which information regarding their skills are passed on from school to school or are they in case of missing information detected upon arrival in the new school? For this purpose twenty schools were investigated. The conclusion is divided for students that complete compulsory school as opposed to those that do not. The latter will in most cases benefit from wellestablished routines for transition meanwhile the former just might. If information is passed on the quality of such tends to be generally poor, the level of detail is not fine enough to be of use for the receiving teacher. It looks like students performing poorly in mathematics will in most cases first be detected late fall of the first semester. This is regardless of if information is passed on from their previous school or if their new school is using diagnostic testing at the start of the semester. Reasons for this might be not enough details in the transition information or lack of time for the receiving teachers. 

Abstract [sv]

Denna studie undersöker hur övergångar från högstadiet till gymnasiet fungerar för elever som är potentiellt svagpresterande i matematik. Studien adresserar tjugo svenska skolor med frågeställningen om det finns fungerande rutiner för informationsöverföring vid övergångar eller om mottagande skolor ändå identifierar potentiellt svaga matematikelever vid uppstarten av terminen. Slutsatsen skiljer sig för de elever som klarar kraven godkänt i kärnämnena på högstadiet gentemot de som inte gör det. För de senare finns vanligen väl fungerande rutiner men inte så för de förra. Om information har överförts tenderar den vara av låg kvalitet, detaljeringsgraden är för grov för att mottagande lärare skall ha nytta av den. Sammantaget pekar det på att elever vars matematiska förmåga är svag vanligen ej identifieras förrän sent på hösten under första terminen. Detta oavsett om information har förts över mellan skolorna eller om de mottagande skolorna har ett diagnostiskt test vid terminsstart. Skäl till detta kan vara dålig kvalitet på överförd information eller tidsbrist hos mottagande lärare.

Place, publisher, year, edition, pages
2017. , p. 31
Keyword [en]
transitions, mathematics, high school, special needs, routines
Keyword [sv]
övergångar, matematik, gymnasium, extra anpassningar, särskilt stöd, rutiner
National Category
Mathematics
Identifiers
URN: urn:nbn:se:lnu:diva-60186OAI: oai:DiVA.org:lnu-60186DiVA, id: diva2:1068299
Subject / course
Mathematics
Educational program
Lärarprogram, avancerad nivå, (distans), 90 hp
Supervisors
Examiners
Available from: 2017-01-25 Created: 2017-01-25Bibliographically approved

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fulltext(390 kB)43 downloads
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CiteExportLink to record
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